- Partner: A La Par Foundation
- Title of the practice: Spanish Omelette Recipe
- Country: Spain
- Source: School experience
- Age of children: from 8 to 10 years old
Main characteristics of the practice
Storytelling is a powerful methodology to develop good teamwork. Also, an interesting tool to understand the complex process as a recipe, for example.
The practice is interesting for children because they can reproduce adult behavior.
Children with special education needs have the benefits of a technology tool to participate in the group by using another way that the language.
General goal of the practice and specific objectives
General goal. Understanding a complex process by dividing it into small steps.
- Discovering how dividing tasks into the group makes the work easier.
- Putting in value the different capacities of the classmates.
- Integrating peers with special education needs in the teamwork.
The practice will take a total of 2 sessions of 45 minutes distributed in one week.
The classroom must be divided into 2 spaces. One is the informal television set and the other the traditional work tables.
Description of procedures/methodology
The children watch a video-recipe of a Spanish omelet. Then the teacher gives them the mission of creating their own video, all members of the class must appear in the video.
There are 5 different working areas: write the storyboard, draw the background of a kitchen and the cookware needed, record the different sound effects, instructions and music, draw the classmates and draw the ingredients before and after cooking them.
After an assembly, the group must decide how they divided the work, who is going to be in each area. They can express why they want to be in each area or why they recommend a classmate in a specific area.
When the task is assigned the work can begin.
On the television set, students will recreate their own cooking program. They have to prepare the recording before and the roles have to be previously distributed.
For the integration of students with disabilities, their strengths should be taken into account, they may not be good with body language but have a beautiful voice, so they will be storytellers. They may not have a good memory but they are good at drawing, so they will be in charge of the material. They may be good musically, so they should be given the job of creating sound effects and providing a soundtrack to the program.
In any case, it is essential to put the value of your strengths in front of the group. For this to happen, the teacher must lead the group to discover the strengths of each one, especially of this type of student body.
A table is usually created with the photos of each student and their main skills. This skill chart is displayed in class and will decorate the space throughout the entire course. In future teamwork, students can use the skills chart to distribute tasks.
A digital camera is used to record children’s characters, background, ingredients, and cookware. Also, it will be used to record the cooking instructions and sounds effects.
A projector will be used to project the images and the music to help the children to move their characters around the digital kitchen.
Cooking books with pictures.
Description of the final product
The final movie is a cooking video where all the classmates appear collaborating to cook a Spanish omelet. The skill chart is the other useful final product.
The teacher will aim the group to identify the best skills of the children with special education needs. The activity offers different tasks with different skills required such as writing, drawing, digitalizing, making noises, choosing music, etc. That it´s the main strength of the activity.
By using technology, the teamwork became more dynamic and attractive to the children. The technology, the music, and the drawings will also help the children with language difficulties to express different actions.
INCLUDED – Digital Storytelling for Inclusion